Abstract:
On the one hand, the available literature on inclusive education report that, globally, children with autism experience diverse communication difficulties in educational contexts. On the other hand, the same literature expounds on a variety of communication interventions to such challenges. It argues that if such strategies are employed early, these autistic children, with time, will be able to communicate effectively and meaningfully and be able to lead fulfilled lives. Based on a qualitative research done in Kiambu and Nairobi Counties, Kenya (Africa), the chapter outlines the communication challenges faced by children with autism learning in inclusive classrooms. Further, the chapter discusses the interventions that teachers of these children employ to navigate these difficulties, thus aiding the development of their communicative ability. Using interviews and observation schedules, data were collected from 72 children and 6 teachers in 3 inclusive schools for children with autism. In the analysis of the data, description of the results and interpretation of emerging patterns, the study was guided by the Imitation Theory of language acquisition. The findings show that children with autism do face communication challenges but quick interventions by their teachers support the slow but impactful development of language and communicative ability of these children.
